Editorial Introduction: The Role of Assessment in Educating Democratic Citizens

Main Article Content

Bradley A.U. Levinson


As the articles for this, the fifth issue of our journal, began to take final form, we realized that we had inadvertently compiled a “thematic section” on issues of evaluation and assessment. The fact that such a grouping of articles came together speaks to the salience of this matter for the field of practice and scholarship known as democratic citizenship education (DCE). Now more than ever, we have vital debates in the field about how best to assess programs and practices for educating democratic citizens. After all, our field presents some of the most notoriously difficult challenges of assessment, especially as we move from a legacy of instruction in bodies of standardized knowledge toward the formation of dispositions, competencies, and values. Assessment of such formation must be contextually sensitive and methodologically complex. It is one thing to measure mathematical knowledge or competence in a 6th grade student. But how do we measure or assess the achievement of citizenship competencies? More broadly still, what do our assessment practices themselves say about the relationship between democracy, knowledge, and education policymaking?

Article Details

Introductory Essay

The parties agree to the following terms of publication:

1. The Author grants and assigns the entire copyright for the Work to the Publisher who shall be the exclusive holder of the copyright.

a. The Inter-American Journal of Education for Democracy is the owner of all such copyrighted materials including electronic and all machine-readable formats. No material may be reproduced in any format without permission of the Publisher. The author retains the right to store and link an electronic version of the Work on his/her own personal website, as long as it displays the Journal’s copyright.

NOTE: A work prepared by a government employee as a part of his/her official duties is called a “Work of the U. S. Government,” and is not copyrightable. If it is not a part of the employee’s official duties it may be copyrighted. If the Work was prepared jointly, and any co- author is not an U.S. Government employee, that author must be delegated to the co-authors to sign the complete agreement.

2. The Author ensures the Publisher that he/she has the right to assign the copyright and that no portion of the copyright to the work has been assigned previously.

3. The Author may reprint the work in anthologies or books which are comprised of the Author’s writings, and agrees to notify the Editors of the Journal of any such reprints of the Work.

4. The Author agrees to hold harmless and indemnify the Publisher against any claim, demand, suit, action, proceeding, recovery of expense of any claim whatsoever arriving from any claims of plagiarism, libel, slander, obscenity, unlawfulness, or invasion of privacy or copyright infringement in the Work, that are finally sustained in a court of competent jurisdiction.

5. Permission to use previously copyrighted material shall be obtained at the Author’s expense from the copyright proprietor.

6. The Author is to submit camera-ready copy for graphs and figures with their manuscripts or provide the publisher with a separate .tiff or .jpeg file. Text in figures and graphs is to be Times New Roman or a similar sans serif typeface. Graphs and figures should be approximately twice final desired size.

7. The Author shall read and correct proofs of the Work when submitted to him/her, and shall return same to the Editors on the date specified by the Publisher.

8. It is understood that the Author receives no monetary compensation from the Publisher for the assignment of copyright and publication of the Work.


Author Biography

Bradley A.U. Levinson, Indiana University

Director, Center for Latin American and Caribbean Studies (CLACS)

Professor of Education

Adjunct Professor of Anthropology and Latino Studies

Indiana University


Lead Editor, Inter-American Journal of Education for Democracy